Question NW1071 to the Minister of Basic Education
29 April 2016 - NW1071
Davis, Mr GR to ask the Minister of Basic Education
(1)(a) What amount did her department provide to each teachers’ union in South Africa in (i) 2009-10, (ii) 2010-11, (iii) 2011-12, (iv) 2012-13, (v) 2013-14, (vi) 2014-15 and (vii) 2015-16 financial years and (b) for what purpose were the specified amounts provided to each union in each of the specified financial years; (2) did each union account fully to her department for the annual expenditure of the specified amounts; if not, why not; if so (a) what are the relevant details, and (b) where can this information be obtained? NW1204E and (b) where can this information be obtained?
Reply:
(1) (a) What amount did her department provide to each teachers’ union in South Africa in (i) 2009-10, (ii) 2010-11, (iii) 2011-12, (iv) 2012-13, (v) 2013-14, (vi) 2014-15 and (vii) 2015-16 financial years and (b) for what purpose were the specified amounts provided to each union in each of the specified financial years;
1. (a) (i) 2009/10 no amounts were allocated by the Department of Basic Education (DBE).
1. (a) (ii) 2010/11 no amounts were allocated as the Teacher Collaboration only started in 2011/12
1. (a) (iii) 2011/12 a total of R36 800 000.00 was allocated to teacher unions for Curriculum Assessments Policy Statements (CAPS) orientation in Kwa Zulu-Natal (KZN) and Mpumalanga and was utilised as follows:
|
Teacher Union |
1. (a) (iii)2011/12 |
1. (b) For what purpose? |
|
NAPTOSA |
R 6 700 000 |
CAPS orientation in KZN and Mpumalanga |
|
NATU |
R 6 200 000 |
CAPS orientation in KZN and Mpumalanga |
|
SADTU |
R 20 300 000 |
CAPS orientation in KZN and Mpumalanga |
|
SAOU |
R 2 500 000 |
CAPS orientation in KZN and Mpumalanga |
|
PEU |
R 1 100 000 |
CAPS orientation in KZN and Mpumalanga |
1 (a) (iv) 2012/13 a total of R70 000 000.00 was allocated to Teacher Union Collaboration (TUC) implementation in various teacher development activities and was utilised as follows:
|
Teacher Union |
1. (a) (iv)2012/13 |
1. (b) For what purpose? |
|
NAPTOSA |
R 10 000 000 |
Teacher Development (CAPS) |
|
Improving Reading and Writing in Foundation Phase (FP) |
||
|
NATU |
R 12 000 000 |
Under qualified Teacher Training (Content Knowledge, Assessments and Lesson preparation) |
|
Teacher Development (CAPS) |
||
|
School Management Team (SMT) Training (School Management) |
||
|
Improving Reading and Writing in Foundation Phase |
||
|
SADTU |
R 33 343 330 |
SMT Curriculum Management Programme |
|
District Based Professional Development Programme |
||
|
SAOU |
R 11 897 500 |
Teacher Development (CAPS) |
|
PEU |
R 2 759 170 |
Financial Management |
|
Teacher Development (CAPS) |
||
|
Design and Development of Outcomes Based Learning |
||
|
Project Management |
||
|
Teaching English Second Language |
1. (a) (v) There was no funding allocation in 2013/14.
1. (a) (vi) 2014/15 R19 500 000.00 was allocated for TUC implementation in various teacher development activities and was utilised as follows:
|
Teacher Union |
1. (a) (vi)2014/15 |
1. (b) For what purpose? |
|
NAPTOSA |
R 2 329 000 |
Further Education and Training (FET) Mathematics and Science |
|
Curriculum Differentiation in Special Schools |
||
|
Hand writing for Foundation Phase |
||
|
CAPS for FET Phase |
||
|
Promoting thinking skills in intermediate and Senior Phase Learners |
||
|
Foundation Phase Mathematics Assessment |
||
|
NATU |
R 3 415 000 |
Assessment for Learning |
|
SADTU |
R 8 580 000 |
Foundation Phase Resource Development |
|
Teacher Development through Communities of Practice and instructional leadership |
||
|
SAOU |
R 3 552 000 |
Curriculum Management for Principals |
|
PEU |
R 1 623 500 |
Screening Identification Assessment System (SIAS) and curriculum Differentiation |
1. (a) (vii) 2015/16 R38 000 000.00 was allocated for TUC implementation in various teacher development activities and was utilised as follows:
|
Teacher Union |
1. (a) (vii)2015/16 |
1. (b) For what purpose? |
|
NAPTOSA |
R 5 000 000 |
Capacitating teachers at schools for the Deaf |
|
Barriers to Handwriting FP |
||
|
Inclusion in Assessment Strategies |
||
|
Barriers to Reading |
||
|
Developing a Maths Rich Classroom |
||
|
Inclusion in FET Maths and Science |
||
|
Barriers – Identifying Types |
||
|
Inclusion in Fist Additional Language (FAL) |
||
|
Second language teacher to second language learners |
||
|
NATU |
R 6 000 000 |
Assessment for Learning |
|
Using learner’s responses to inform the teaching of Mathematics in Grades 1,3 and 6 |
||
|
SADTU |
R 18 000 000 |
Foundation Phase Resource Development |
|
Intermediate Phase Resource Development |
||
|
SAOU |
R 6 000 000 |
Financial management for Principals |
|
PEU |
R 2 950 000 |
SIAS orientation |
(2) Did each union account fully to her department for the annual expenditure of the specified amounts; if not, why not; if so (a) what are the relevant details, and (b) where can this information be obtained?
2. (a) All Teacher Unions accounted to the DBE by submitting all relevant documents to substantiate their invoices and (b) all supporting documents are with the DBE.